Pronunciation problems of high school EFL students: An error analysis approach with pedagogical implication
Ehsan Namazian Dost
This paper explores the phonological difficulties that native speakers of Persian struggle with while learning Modern Standard English as a foreign language. The qualitative study reported in this article focused on describing both segmental and supra- segmental areas of error in an attempt to track L1 transfer. The participants of this study were 30 male native speakers of Persian. They were students of night school in Iran. A list of discrete lexical items as well as a reading text was used for eliciting data. Findings revealed that the participants’ first language (Persian) had a considerable effect on their production of speech sounds of English. In addition, there were some example in which language transfer was clear. However, many examples showed that the participants made some pronunciation error that the contrastive analysis hypothesis (CAH) did not predict. Therefore other accounts should be provided for these errors. These may include overgeneralization, defective teaching, and spelling pronunciation. The findings of this study may allow teachers to obtain an awareness of the phonetic differences between the learners own pronunciation and English. This awareness of student's difficulties may help teachers to detect Persian EFL learners' phonological problems and try to tackle these problems.
Ehsan Namazian Dost. Pronunciation problems of high school EFL students: An error analysis approach with pedagogical implication. International Journal of English Research, Volume 3, Issue 4, 2017, Pages 77-82